SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.

• To re-engage students in their education by providing an alternative setting which allows students to develop their self-regulatory skills whilst increasing their stamina for learning.
• To support students to identify their interests, strengths, abilities, and passions.
• To support students to complete their education and / or transition to further education, or employment
• To provide students with opportunities for meaningful participation and engagement in activities within their community
• To provide students with `life skills¿ (literacy, numeracy, problem solving, self-management, organisational skills, vocational skills) via the flexibility of the Victorian Curriculum. 
• To reduce the numbers of early school leavers exiting CSC.
• To reduce the numbers of early school leavers who have exited CSC and not made a `successful transition¿ to further education/training. 
• To improve student attendance and participation in learning.
• To link `at risk¿ students with community-based wellbeing supports and resources.

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

The FLO program is where students can engage in meaningful, hands-on learning, contribute to their local community and are recognised as valued community members. Students are able to develop their potential, work productively and creatively, build strong and positive relationships with others, and contribute to their community. The FLO targets students who have become disengaged from mainstream education, providing them with the opportunity to complete their education in a safe, supportive and inclusive environment, utilising a flexible learning approach. A strong component of the FLO program will focus on developing the social and emotional skills of students, which closely align to the Berry Street Education Model principles.

Other Information 

Referees:

Up to three (3) referees with current contact phone numbers should be provided with your application. 

Applications:

As well as applying on Recruitment on Line, a digital copy of the application (addressing the Key Selection Criteria) may be forwarded to: 

Lyn Ellery

HR Manager

Lynette.Ellery@education.vic.gov.au

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Our college values of Aspiration, Respect and Empathy clearly define Castlemaine Secondary College¿s (CSC) positive learning culture. All students are encouraged to be their best, whilst developing awareness of the community around them, engaging with others in a way that builds positive relationships. Our vision outlines our long-term narrative.

At Castlemaine Secondary College we have high learning expectations of staff and students. We promote and support emotional and physical wellbeing, developing resilient community members.

The five key initiatives that support our vision are our School-Wide Instructional Model (SWIM), the Berry Street Education Model (BSEM), School-Wide Positive Behaviour Support Framework (SWPBS), Literacy and Numeracy.

Our SWIM provides clarity for staff and students about the classroom high expectations that exist at CSC. Teachers are encouraged to be life-long learners to enhance their teacher practice. Our SWIM allows all learners to access their learning, regardless of their ability level and / or learning needs.

The BSEM requires staff to demonstrate `unconditional positive regard for all students at all times¿, continually building positive relationships. BSEM strategies have been incorporated into our SWIM, enhancing classroom environments to be calm and rigorous.

The SWPBS framework journey began in 2023, working alongside the BSEM to promote a culture of high expectations. Using the SWPBS framework we have developed clear expectations for students in all areas of our college, which contribute to a supportive learning environment. These expectations are explicitly taught to all students each year.

Enhancing literacy and numeracy skills for all students will remain a constant focus at CSC. Regardless of a student¿s pathway, maintaining continuous improvement of these skills will support students to realise their career dreams. Developing and maintaining improvement in literacy and numeracy is a shared responsibility between the college, the student, and their family.

Continually improving our physical surroundings also remains a constant focus, aiming to create a learning environment that supports aspiration and pride in being a CSC student.